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Exploring the Foundation of Identity

“For in them the variation of great parcels of matter alters not the identity: An oak growing from a plant to a great tree, and then lopped, is still the same oak; and a colt grown up to a horse, sometimes fat, sometimes lean, is all the while the same horse: Though in both these cases, there may be a manifest change of the parts; so that truly they are not either of them the same masses of matter, though they be truly one of them the same oak, and the other the same horse. The reason whereof is, that in these two cases, a mass of matter, and a living body, identity is not applied to the same thing” (Chapter 27, paragraph 3).

Many authors, especially philosophers, turn to beautiful metaphors to describe their ideas to readers. Here, Locke follows this ancient tradition, furthering his claim that variation does not alter identity through the example of the development of an oak tree and maturation of a horse.

I found these metaphors to be not only eloquent and engaging but also great illustrations of his assertion. In order to further his point that “variation” in “matter alters not the identity,” he describes an oak starting out as a small shoot and then growing into a “great tree,” showing that just because the shape of the tree changes, its element is not transformed: it is still composed of wood and undergoes the process of photosynthesis in order to survive.

Furthermore, he writes of how when a colt matures to a horse, growing either “fat” or “lean,” it is still “the same horse” by nature. Its physical attributes does not change the fact that larger horses and skinnier horses are still the same horse, just with different characteristics, such as either an enlarged or shrunken frame. The horses’ “matter,” or what makes the horses horses never changes.

As “parts” change, the object changes into a different form of that same object; however, its identity does not change in relation to these so-called “great parcels of matter.” According to Locke, its identity remains the same. Here, he writes that, in the sake of using the tree metaphor, as long as the tree has the ability to do its same biological functions through appendages that make it a tree, such as roots, trunk, and branches, in the furthering of its life as an organism, the tree continues to exist as one and the same tree, despite the changes in its constituent matter. He, therefore, concludes that even though living organisms constantly lose and gain portions of their matter through process of growth and aging, we are not inclined to believe that they have changed into different creatures. The identity of organisms is based on their ability to sustain the biological processes that keep them alive. In conclusion, Locke believes that identity is founded upon this principle, and that the only time such identity shifts is when something separates from the original organism and gains a life of its own.

A foundation built on lies

In a way, Plato’s allegory of the cave applies to the citizens of the myth of metals. In Plato’s allegory, the prisoners have a misconstrued conception of what is real. They believe that the shadow of an item or figure is the item itself, and they lack the knowledge to understand that the image that they are seeing is only the form of the figure. In the myth of metals, the citizens are told that they inherently have a certain metal inside of them that sets there social standings. This is done to create a utopia. But a utopia implicitly implies that everything is good in a moral sense, yet the foundation of the society is based on lies, which is morally incorrect. I find it interesting that a society that preaches good morals can be built on an idea so corrupt.

It is fair to ask, however, whether or not this is a necessary “evil”. Does it benefit the people more than it harms them? In a society where people’s social standing remains stagnant, it is easy for people to remain complacent with their lives. Therefore, they will have little motivation to be innovative. There will be little personal success and the society will not advance. This is a better case scenario. Worst case scenario is that people who are not properly suited may be in a position of high standing. I understand that the guardians are well educated, but an excellent education does not mean that someone will be good. Being good is a combination of intrinsic attributes and extrinsic teachings. There were also examples of people who were given excellent educations but still turned out poorly. As a result, you have, at it’s best, a society that promotes overall stagnation, and, at it’s worst, rulers who are not fit for ruling, which can create substantial damage to a whole society.

Existence Through Participation

“Plato accepted his teaching, but held that the problem applied not to any sensible thing but to entities of another kind—for this reason, that the common definition could not be a definition of any sensible thing, as they were always changing. Things of this other sort, then, he called Ideas, and sensible things, he said, were apart from these, and were all called after these; for the multitude of things which have the same name as the Form exist by participation in it. Only the name ‘participation’ was new; for the Pythagoreans say that things exist by imitation of numbers, and Plato says they exist by participation, changing the name. But what the participation or the imitation of the Forms could be they left an open question” (V I, Book VI).

After coming from reading several excerpts from Plato’s documents concerning Socrates’ life experiences and lessons, I find the transition to examining Plato’s ideas through Aristotle quite fascinating. It is somewhat reticent of coming full circle in that after Plato sharing his mentor’s philosophy in various different documents, now Aristotle is relating his mentor’s theories.

Additionally, I found this passage very interesting for its content. I find that I do not understand much of it except for the last two lines, especially the part concerning participation in relation to Form. Therefore, I bring this excerpt of the reading up for discussion because I am not entirely sure of its meaning and want to come to a better understanding to it.

What I gather from this passage is that Plato believed that change dictates much of life, and that its transformative power allows for progression in many aspects of existence. He was convinced that nothing was concrete or static; everything was constantly evolving into different things. Unlike Socrates, his beloved teacher, Plato was focused on both the ethical and the physical, looking at all entities of knowledge in order to gain a better understanding of the universe.

Plato did not believe in simple definitions; rather, he was convinced that the term “Idea” was the best word that could be used to define the concept of a certain form of existence. According to Plato, a “common definition could not be a definition of any sensible thing, as they [entities of another kind] were always changing” (V I, Book VI).

Furthermore, he believed that all things exist in relation to Form, or an abstract property or quality. This means that by stripping away fundamental or properties or qualities and examining just the object by itself, one would be able to analyze the form of that object. Based off of this theory, Plato believed that forms are the causes of all that exists in the world. He, therefore, asserts that the best way in which to examine the world is through the sensation of non-material abstract forms, or ideas, in order to gain the most fundamental source of reality.

I have to say that I am very confused by what this all means. I am in agreement with most of what I understand from this passage, but I am still pretty lost about the idea of participation in Form. I do believe that nearly everything in life is transitory, constantly evolving and always moving in one direction or another. I also believe that if we strip an object of its characteristics and qualities, we can move towards understanding what it is composed of, what its qualities can cause or bring forth, and why it exists. However, I am still pretty confused about Plato’s theory concerning Form.

Any thoughts?

Economics Philosophy

Economics Philosophy

In “Book II” of Plato’s, Republic, Socrates discusses what it means to be “just” with Adeimantus using the analogy of a city to create a powerful image of being “just.” As the analogy of the city begins to grow, Socrates discusses what it takes to create a “just” and well functioning city beginning with the jobs  Continue reading

The Middle Ground

While reading the passages of Meno, I wondered if what they were arguing about, whether being good is taught or inherent, was a completely valid argument. I do not believe that being good can solely be taught, nor do I believe that being good is solely due to nature. It is somewhere between the spectrum of these two extremes.

Firstly, we must define what good is. I will stipulate that good means doing what is morally correct. Understanding what the morally correct thing to do in a situation is not inherent. We are taught moral standards that allow us to judge whether or not our actions would be right. However, what is inherent is the ability to act on the situation, or having the will to do so. We all have different capacities of will, and it is not something that can be taught. Yet motivation only gives reasons for an action, which can affect the outcome, but it does not effect will itself. Will is the unadulterated thought process that influences our actions, and to motivate is to adulterate these actions. Will is what will initially influences our decision, and, without the time to think through a course of action, it is the sole influence on it. Yet, as I previously stated, motivation can influence an outcome of a scenario, and motivation can be, in a sense, taught. For example, someone can teach you the benefits of exercising, or eating nutritiously, and this will affect your decision to do these thing. But it is a combination of a person’s will to act on this and the motivation from the knowledge that they gathered that will ultimately effect the pursuit of an outcome.

People must be taught what is morally good. It is not innate as will is. We do not inherently understand that violence is bad, but it must be taught to us. We also have to learn the distinction from bad violence and violence that is acceptable, such as self-defense or protecting someone. Just like motivation, morals can be taught to effect the outcome of a decision.

If we were to discuss whether or not people are born or taught to be good in Menos’ sense of the word, which is that they serve a specific part of society, the argument would change. In Menos’ stipulation of the word good, good is the quality that increases the intrinsic worth of a person in a specific field. And thus, it is mostly taught. What it means to be a good pacifist is to never react in a violent manner. Yet, the instinct of self-preservation is inherent, and instinct and what is morally good will contradict. So it must be taught to pacifists that no violence is morally good, and, in this case, this is something that we are not born knowing.

In conclusion, the outcomes of this argument is determined by how you are currently using the word good. Good, as in morally correct, has more of a middle ground between what is innate and what is taught when it comes to making a decision, while good in Menos’ sense of the word is skewed more to what is taught.

Socrates’ Disastrous Implication

At 390 c, Socrates invokes a double standard seemingly very contrary to his prior discussion of justice, peace, and virtue. Here, he claims that the ruler of the city has the right to lie to its citizens at times of emergency, whereas the individual should never be untruthful in any situation.

I believe that this is a very ironic statement, in that it goes against much of what Socrates stands for. As a supporter of the power and importance of individualism, this claim that the collective is worth more than the individual in the long run is highly contradictory to much of what he has philosophized before.

Although this is a small point from the several selections we were instructed to read, I cannot help but say that I am very surprised by this claim and somewhat discouraged by it. Socrates has always struck me as a philosopher that encourages the individual to find his or her own path in life and then follow it based off what he or she holds dear in this life, and the value system he or she has created. I would never have expected him to say that the individual must adhere to the will of the city rulers for the greater good, especially if it goes against him or her’s beliefs, and create such a double standard between the collective and the individual.

In my opinion, both the city rulers and individual should be challenged to always be truthful. Just because the city has some control over the lives of its citizens, such as in creating policy and enforcing it, and protecting its people, it should not be given free reign to impose practices based upon deception and dishonesty, even if it is seemingly in the best interest of the people at the time. If the government is told that it is acceptable to lie in times of emergency for the sake of the “greater good,” or collective, such direction would prove disastrous, as it could assume total power, leading to corruption and tyranny in the future.

Although I found the majority of the selected reading to be very thought-provoking and beneficial, I have to say that I was concerned about Socrates’ statement concerning deception, and the city rulers’ right to it when they think it is “necessary,” as its implication degrades the liberty of the individual and allows the government the possibility of assuming total power and forming a tyranny that further damages such free will.

Read More?

This is a test of a “Read More” Tag. Maybe we should use these?

It would give our blog a much different look and you would have to click on the link in order to Continue reading

The Inextricable Connection between Knowledge and Experience

As early as the first line of Plato’s Meno, teaching and knowledge are placed in contrast with practice or experience, emphasizing the distinction between these two operations in both meaning and purpose. In this discussion, Socrates and Meno debate the process in which knowledge is acquired, contemplating whether understanding is obtained through instruction, application, or natural causes, which further stresses the difference between teaching and knowledge, and practice or experience.

At first glance, knowledge and experience look very similar to one another. By definition, knowledge is information and skills acquired through experience or education. Similarly, experience is defined as the knowledge or skill acquired by a period of practical experience of something. Although the two words are used in each other’s definitions and are seemingly very similar, a distinction can be made between knowledge and experience.

Knowledge emphasizes theory and the obtainment of information and ideas. Experience, on the other hand, stresses practice, or the application of knowledge over a prolonged period of time, in order to reinforce understanding of subject matter or a certain task. While further knowledge on a subject or task can be gained through experience, experience cannot be obtained through instruction. Experience comes with time, exposure, and practice. It is based off of practical application rather than supposition. Knowledge, on the other hand, is founded upon the accumulation of information through either experience or education. It can be taught unlike experience. Therefore, here lies the greatest difference between the two. While knowledge is the sum of impressions based off of sensation, experience is the act of exercising or challenging knowledge in order to obtain sensation.

I argue that teaching and knowledge, and experience or practice, though different from each other, are inextricably linked by a mutualistic relationship. While knowledge is defined as the obtainment of information and skill through either instruction or experience, practice is described as the actual application or use of an idea, belief, or method.  Additionally, while instruction and the obtainment of knowledge are more theoretical and abstract, the implementation of information and understanding is more concrete, in some cases even generating a physical product. In daily life, people are instructed on how to do certain things, and then later go on to practice them in order to reinforce and strengthen their ability to perform. Therefore, teaching, and the knowledge gained from such instruction, provide the foundation for practice of and later experience in the chosen subject matter or certain tasks.

Furthermore, despite their differences in meaning and purpose, knowledge and experience can both be encapsulated in the word wisdom. Wisdom is the ability to think and act using knowledge, experience, common sense, understanding, and insight. Therefore, this term encloses both knowledge and experience within itself, emphasizing not only the difference between the two words but also their mutualistic relationship.

In conclusion, the dichotomy of teaching and practice emphasizes that while teaching and knowledge, and practice and experience are very different operations, they are inextricably linked in that teaching gives people the knowledge to gain understanding and perform certain activities that are further strengthened through practice and experience.

The dichotomy’s and analogies of knowledge and experience

Teaching and knowledge is compared to practice and experience, yet they are both analogous and dichotomous at the same time. It is impossible to say that these two are exactly alike or that they are completely different due to their natures. The two are comparable in a few ways. Both are ways of improving oneself at a certain practice. This is not to say that the practice is deemed good or not, but only to say that it will assist in the advancement of it. Another way in which the two are similar is that neither knowledge nor experience are inherent. They must be nurtured through their respective means. Both of these can also be done, and can be enhanced by doing it in groups.

The two also differ in many ways. First, the way that the means, teaching and practicing, are used today have a few implications to them. Teaching is usually seen as a tool for academic progress, thus resulting in the word teaching to be connected to learning and intellectualism. Practice is usually seen in a context for something physical, such as “I am about to go to basketball practice,” or “I need to practice my form.” Consequently, practice is more associated with physicality. What I believe to be the greatest difference between the 2 is in the difference between sympathy and one is empathy. To be empathetic is to feel bad for someone simply due to human instinct, while feeling sympathetic is to feel sorry for someone based on having previously experienced that particular ordeal or trial. Practice will give you first-hand experience of how to handle a problem while teaching will give a person knowledge of how to handle a certain problem. It is the difference between book smart and street smart, where one teaches you how to act while the other one grants the practitioner the ability to react.